ENTRY #1

Technique # 2 Right is Right

Description: This technique sets a high standard for students in the classroom. There is a
difference between giving an answer that is mostly correct and giving an answer that is
completely correct. This technique talks about how teachers round up with students
answers. They take their students mostly correct answers, add more to it, and then repeat
it to the class. The students assume when they hear the word right that they were
correct, and then they stop trying. However, teachers should strive to cultivate a culture
of 100% correct answers. It is important for teachers to ask students to elaborate and
add to their answers if they are almost right. If they are almost right, a teacher should also
inform the student that they are close, but they should not accept their incomplete answer.
Teachers do not need to settle for anything less than 100% right at all times.
Observation/Implementation: I have observed my teachers using this technique, and it
made me realize that I need to improve on this. During JanTerm, I worked with students
on their journals. At the beginning, if they were close to correct with their sentences and
words, then I would accept it. However, after I saw my teacher had a high standard for
the students and would only accept 100% correct answers, then I became stricter with
them. When they would get close to the answer, I would prompt them for more. When
they only gave a basic answer, I would ask them to add more to it. The same was true for
their illustrations in their journals. I also see this with my teacher at Cornerstone. When
students give her a basic answer, or an answer that is partially correct, she does not accept
it. She either tells the students no, or she asks another student to help the student with
their answer. She always calls for extra elaboration, as well. Both teachers set high
standards for their students, and the students rise to the expectation every time.

Technique # 4 Format Matters

Description: This technique focuses not on what students say, but how they communicate
it. Students need to learn grammar, complete sentences, and listening are all very
important. Learning to correct slang and incorrect grammar in speech is the first step. The
way they say it will be the way they write it, so it is important for them to learn to speak
using correct grammar. When you correct the mistake, you should first identify what the
error was, and then begin to correct it, so the student can complete it. It is also important
for students to use complete sentences at all times. They will need this skill for the rest of
their lives, so they must begin it at an early age. Finally, by encouraging an atmosphere of
listening and communicating yourself well (which means speaking audibly and

confidently), then students learn that what they say matters, and they learn to listen when
other people are speaking.
Observations/Implementation: My teacher at Cornerstone does an excellent job
implementing this technique. If she hears a student say something using slang or
incorrectly, she stops them and says, What did you say? Usually, they will correct
themselves automatically. However, if they do not fix their mistake, she prompts them
toward the correct way to say it. She also does not accept answers if they are not in
complete sentences. The students are in first grade, and they already know to write
everything in a complete sentence. If they do not do this, she will put a question mark by
their answer, and they know to fix it. She has also established a positive environment in
her classroom, where the students listen to one another and speak up loud and clear. I
have often times hear her say to a student Say it! This is her way of encouraging the
students to be confident and to speak loud and clear.
ENTRY #2
Technique # 5 Without Apology
Description: Sometimes teachers make excuses for the content they are teaching. They
tell the students that they are sorry that the topic is boring, that they are only learning it
because it is on the test, or they make the material easier for the students because they are
afraid it will be too challenging. Teachers should never, ever apologize for the knowledge
that they are imparting on their students. Their beliefs and behavior about topics will
reflect how the students feel about it. Therefore, it is up to the teacher to encourage
positive attitudes and never say anything is boring or too challenging. This will only have
negative repercussions on the students grades and behavior.
Observation/Implementation: My teacher at Cornerstone does an excellent job of this.
Never once has she ever told the students that a topic is boring, or that anything is too
hard for them. She presents them with challenges, specifically the gifted students, but she
does not present them in a way that seems impossible or unmoving. She has told me
before that she was worried about her social studies topic because she thinks that it is
boring. However, she did not reflect that in the teaching, and she informed me later that
the students are doing really well with it. This is because her attitude about it has not
negatively influenced their learning. Despite what she felt, she taught them the same way
she always would and they are enjoying it just the same! Also, whenever she presents the
students with a hard problem, she has a cool confidence about her that ensures the
students that they are capable of solving the problem. This is inspiring and encouraging.

Technique # 8 Post It
Description: This technique talks about posting your objectives around the room so that
everyone students and administration alike- can see it. It is important for students to see
the objectives for many reasons. First, it reminds them of what they have learned, and
gives them a sense of accomplishment. Second, it allows them to address the objectives if
they have questions or forgot something. It is good for the administration and visitors to
see the objectives because they can provide feedback and also know what is happening in
the classroom. It is a good idea to post the objectives in the same area, though, so it is
consistent and concise.
Observation/Implementation: Ms. Gilchrists classroom at Cornerstone is decorated in a
jungle theme. There are vines swinging from corner to corner of the room that meet at a
tree on the back wall. On these vines, Ms. Gilchrist hangs the posters that show what the
students have learned. There are posters of math, grammar, phonics, story writing, and
more. The posters include number talks that the students did, Who, what, where, when
prompts, sight words that they have learned, and much more. The students are always
looking at these posters and can always see them whenever they need to look at them. It
is also neat because the vines are almost full, which means that the students have
accomplished so much in the year and learned an incredible amount.

ENTRY #3
Technique # 10 Double Plan
Description: This technique encourages teachers to plan their lessons with both their
objectives and their students in mind. Most teachers plan their lessons according to what
they will be doing teaching, explaining, modeling, etc. However, this technique wants
teachers to think about the lesson from the students point of view. When you are
lecturing, what will the students be doing? How will they be grouped for certain
assignments? Will you have note-taking guides for the students? Are the students mainly
listening, mainly doing, or a combination of both? The teacher needs to be prepared to
teach, but also needs to prepare the student to learn.
Observation/Implementation: Scripting out lesson plans and being very detailed has
taught me to prepare for every aspect of the lesson. Because we are required to think
about every aspect before we teach it, I always feel prepared for what is going to happen.
I have also learned to think about what the students will be doing, because if they are idle
and not doing anything, then the lesson is pointless because they will not learn anything.
It is important to think about not only what they are doing while you are teaching, from
taking notes, to listening, to participating, but also who they will be working with, how

they will get from place to place, what behavior you will expect, etc. I feel very trained
and prepared in this area, and I have learned to incorporate this double planning into
my lessons plans.

Technique # 22 Cold Call

Description: This technique requires students to pay attention at all times, and is a great
way to ensure that every student is engaged and participating. When using cold call, the
teacher calls on a student, whether their hand is raised or not. If used from the very
beginning of the year, this will encourage students to always pay attention, because they
never know when they might get called on. It is a good way to formatively assess
students as well, and gage their knowledge and understanding. It can also increase the
speed of lessons, as you are not waiting for students to answer. Last, it encourages
participation of every student in all areas.
Observation/Implementation: Ms. Gilchrist at Cornerstone uses cold call frequently. She
told me that she uses it because she has quiet students who will rarely speak out, but if
she calls on them, they will answer. She also told me she uses it to call on students that
she feels might not fully understand, or might have misunderstandings. It also ensures
that everyone is paying attention, and participating. I find myself doing this more and
more often. It is so easy to just call on the students that I think know the answer or that
have their hand raised. However, I have been making a more conscious effort to
randomly call on students to see if they are paying attention and to assess their
understanding.

ENTRY #4
Technique #27 Vegas
Description: This technique is the magic in every lesson, the part that the students look
forward too and that adds pizazz and sparkle. However, this sparkle does not distract the
students from the lesson. It should reinforce both intellect and what the students are
learning that day. Vegas can involve songs, poems, games, dances, etc. It can be viewed
as the commercial break for the TV series. The students are taking a break, but they are
still gleaning knowledge and understanding. The students need to be taught how to act in
these moments though, otherwise they will get off task and the Vegas shine will be lost.
Observation/Implementation: During my JanTerm observation, my teacher had a Vegas
moment in almost every lesson. The students would play a game, they would watch a
video, they would do a dance, or they would sing a song as a brain break. However,

these activities were always educational. The songs usually had to do with counting, like
Counting Superhero Or The Tens Train. The dances had to do with body parts, and
learning to follow directions. The videos were Brain Pop, Magic School Bus, or Dr.
Seuss, all of which the students loved but are very educational. The games that the
students played were also always part of the lesson, so they were learning while they
were playing. The students never got out of hand during these moments however because
from the beginning, Mrs. Daniel had trained them to behave, or they would lose the
privilege. They knew to sing and dance, but only in their spot. They knew to share during
the game and not get too loud. They knew exactly what to do and how to do it, so
therefore the Vegas moments were successful.

Technique #28 Entry Routine

Description: The entry routine sets the tone for the whole day. The way the students enter
indicates how they will behave throughout the whole day. If it is a crazy and chaotic
entry, then they will most likely be crazy and chaotic for the remainder of the day. If it is
organized, quiet, and efficient, then this will set the precedent for how they should
continue to act. Students should know the entry routine, like what to pick up and where to
sit, and it should be predictable and familiar.
Observation/Implementation: Mrs. Daniel over JanTerm had her entry routine down to a
science. The students even had a song to sing to remind them of what they were supposed
to do. Every morning, the students would come in, put up their backpacks, put their
folders away, and put their snack in the snack bin. Then, they would sign in and make
their lunch choice. After that, they knew to go straight to their seats and begin working on
their journal entry, which was on the projector every morning for the students to read.
The routine was organized, it was extremely efficient and it was the same every single
day. The students knew exactly what was expected of them, as well as what to expect
when they walked in the classroom. The same organized process was true for every other
part of the day, as well.

ENTRY #5
Technique # 35 Props
Description: Props is a way to publicly acknowledge good behavior and to encourage
other students to model this good behavior. Students love to be rewarded, as well as
praised. They also respond well to praise and positive reinforcement. Therefore, it is
important to have Props that are available for students and the teacher to use. These
should be quick appraisals that are universal, so every student recognizes them and
understands them. They usually require a movement, and they are always enthusiastic.
The teacher should be consistent with her praises, but should also not just hand the
praises out nonchalantly.
Observation/Implementation: In the Kindergarten class I observed during JanTerm, Mrs.
Daniel had two ways of offering Props. She would often tell the students to kiss your
brain when they did a good job on a task, or they solved a hard problem. This was a
quick way of rewarding the students and praising them for their hard, diligent work.
Another tangible way she rewarded the students for doing a great job was by handing out
rewards she called Daniel Dollars that they could trade in for other treats. Both of these
forms of rewards were quick and encouraging, but fostered an environment of praise in
the classroom and the students looked forward to both of them.

Technique # 38 Strong Voice

Description: When teachers use this strategy, they command attention. They have power,
and they know it. They demand attention and respect. A teacher with a strong voice
follows the five principles of strong voice consistently. First, the teacher uses fewer
words to convey meaning, because fewer words are more powerful than lots of them.
Few words show that you know what you are saying, you are prepared, and you mean
business. Second, a teacher with strong voice will not be spoken over. The minute the
students hear him or her talking, they will stop and listen. Third, the teacher does not get
engaged in other topics. They stay on task and on topic, and do not encourage students to
get off topic. Fourth, this kind of teacher commands not only with her voice but also with
her posture and body language. He or she stands poised and erect, or is sitting at
attention, yet is still approachable. Finally, a strong voice is not necessarily a loud voice.
Sometimes, it is more effective to lower your voice and whisper so that students are
forced to be quiet in order to listen.
Observation/Implementation: Ms. Gilchrist is the poster child for strong voice. She
commands attention and has a quiet strength about her. I noticed that from the moment I
walked in the door of her classroom. She is a woman of few words, but all of her words

mean something, and the students know that. When she gives commands or calls a
student out, she does so quickly and effectively. I have never once heard the students
speak over her, or continue to talk when she begins speaking. Whenever she begins to
speak, they all stop what they are doing and listen. She remains on topic, and she does a
very good job of keeping the students on topic as well. She has no problem telling the
students Thats not what were talking about. Finally, she never shouts, but her quiet
prowess does just the job that a shout would.